Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis
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7.1 Introduction

7.1 Introduction

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The preceding interviews with teachers (Data Source 1) and classroom observations (Data Source 2) revealed important tensions between attitudes and actual classroom practices regarding culture teaching. This prompted me to explore how the English and EAL teaching materials used at the observed international school in Budapest reflect and support the development of CDA and ICC.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This third data source focused on the role of teaching materials in promoting intercultural competence and critical cultural awareness. In particular, I examined how cultural content was embedded in the materials and whether it encouraged the development of intercultural knowledge, attitudes, and skills. A secondary aim was to explore how the materials guided teachers in incorporating culture-related tasks into their English language lessons.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The analysis also sought to identify transferable strategies and activities suitable for both English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. Special attention was paid to how the materials addressed different levels of culture—including big C, little c, and deep culture—as well as key ICC components (Barrett et al., 2014; Lázár et al., 2007). In doing so, this chapter offers insights into the potential and the limitations of culture representation within English language materials. This chapter begins by outlining the methods of data collection and analysis, followed by a detailed presentation and discussion of the findings concerning the cultural content of the teaching materials.
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